E-ISSN: 2548-7892 & P-ISSN: 2527-4449

Volume 5, Number 2, December 2020

SWOT Analysis of Strengthening Education Character in Junior High School

Rachmat Satria1, Elvia Baby Shahbana2

1,2Universitas Negeri Malang, Indonesia

Corresponding Author: Rachmat Satria satriarachmat7@gmail.com*

ABSTRACT
This article aimed to describe the swot analysis of education character
strengthening in junior high schools which includes (1) character
education curriculum management, (2) results of swot analysis of
character quality improvement, and (3) the principal's strategic plan for
strengthening education character based on SWOT analysis. This
research was conducted at State Junior High School (SMP N) 15 Malang
using a qualitative approach with a case study research design. Data was
collected through in-depth interviews and documentation. The results of
ARTICLE INFO
showed that (1) education character curriculum management applied in
Article history:
the preparation of learning schedules, lesson plans, syllabus; and
Received
scientific journals. The Education Character Strengthening Program was
April 04, 2020
formed through four components including school inputs, processes,
Revised
outputs and outcomes, (2) the results of the swot analysis found that
August 20, 2020
schools conduct conditional evaluations and are not tied to instruments,
Accepted
then reported to the Office of Education, integrating Adiwiyata values in
November 21,
learning and exposing the results of school work, and (3) the principal's
2020
strategic plan for strengthening education character is to use an
aggressive strategy, an opportunity utilization strategy, a survival
strategy, and a diversification strategy. Steps for Strengthening Education
Character in learning include determining the size of the short-term and
long-term programs, setting program indicators, assessing program
performance, comparing performance results, connecting programs, and
analyzing performance errors, and taking corrective actions.

Keywords: SWOT Analysis, Strategy, Strengthening Education Character

How to cite Satria, R., & Shahbana, E. (2020). SWOT Analysis of Strengthening Education
Character in Junior High School. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 5(2). 56-67.
https://doi.org/10.25217/ji.v5i2.827
Journal Homepage http://journal.iaimnumetrolampung.ac.id/index.php/ji/
This is an open access article under the CC BY SA license
https://creativecommons.org/licenses/by-sa/4.0/

INTRODUCTION
School as a system has various components consisting of inputs, processes,
outputs, internal and external environment, results and impacts. Input as first
components in a school system that made into output quality and competitive power
through the steps in the process of being operated optimally. Meanwhile, the results
were the last results obtained from the training of students both internally and
externally of a system organized within the school environment. The process and
learning outcomes of students will be assessed in the form of outcomes as they develop
in social life. Outcomes generated by schools should bring up qualified students,
possessing empathy for the social and the community (Sonhadji & Huda, 2015).
Education in schools provides hope for students to develop their potential and increase
competence in terms of academics, attitudes and skills.

Jurnal Iqra’ : Kajian Ilmu Pendidikan 5(2): 56-67

SWOT Analysis of Strengthening Education Character in Junior High School

However, schools must realize that there has variety problems and challenges in
implementing the process and learning outcomes for students, especially in terms of
Strengthening Character Education. Various issues on Strengthening Education
Character are very important to be realized in the management of education.
Strengthening Education Character has become a strategic issue of the Nawacita
National Movement's Mental Revolution as a process of shaping the nation's character
that must carried out in the current education system in Indonesia (TIM Penyusun
PPK, 2017).
The Strengthening Education Character is needed. So that, students have
readiness in entering the era of globalization and filtering their efforts from cultural
shifts and promiscuity. Strengthening Character Education program should instilled
for students to be understood and applied in all aspects of life. The positive impact of
Strengthening Character Education for students in learning can help them to think
flexibly, a good ethic, a good relationships and imply an emotional, social and
tolerance side (Amri et al., 2020). Awareness of future challenges becomes a demand
for educational institutions to realize the Golden Generation of 2045. Welcoming the
Golden Generation of 2045, certainly needs to prepare a strong generation, responsive
and characterized. This is marked by the digital revolution, the integration of
technology and communication, transportation, corporations, the dynamics of rapid
global life change, the growth of a knowledgeable, informative and networking society,
creativity and innovation (TIM Penyusun PPK, 2017). Educational institutions in each
region certainly continue to innovate and improve all components of learning, this
strategy as a form to face competition between educational institutions in improving
the quality of education. The community will measure the quality of a school by
reviewing the percentage of students passing grades and school rank (Sumarni, 2011).
This phenomenon is also a strategic effort of SMPN 15 Malang, this school
continues to improve, especially in terms of planting the character of students for love
and care for the environment so that it can achieve the title of Adiwiyata Mandiri in
2017. The main problem faced by schools lies in differences in the background of
student input when entering school, the factors underlying these problems arise from
the delinquency of students due to the influence of their social environment, and in the
end many cases of juvenile delinquency such as smoking, coloring hair and fighting.
The negative cultural influences of the social environment around schools which are on
the edge of the municipal boundaries become a weak point for educational institutions
in order to build the positive character of students.
It can be understood that from the various main factors that become the
problems of schools that the dimensions of the development of students include
physical, emotional, social and intellectual should need to run in a balanced manner.
Obviously, if these dimensions collide with one another they cause symptoms that
hinder the development of personality characteristics. Siregar (2015) considers that
juvenile delinquency in the area is currently very worrying due to the influence of
association and social environment, besides the disharmony factor in the family
environment is also an indication for students to look for a flurry outside the home.
The input of students has different qualities and characters. But schools have the same
goal of educating students and bequeathed qualified supplies so they can compete
with world globalization. The application of strengthening education character is a
joint commitment of the school community by agreeing on the character values
developed by the school (Lie, 2010).

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SWOT Analysis of Strengthening Education Character in Junior High School

The process of achieving the strengthening of the education character program is

carried out by SMPN 15 Malang through classroom learning programs, extracurricular
activities, and collaboration with outside parties such as religious leaders and the
police. The initial program that the school does when recruiting students is by having a
student guardian meeting to sign a memorandum of understanding (MOU) agreement
with the school regarding the learning process and school discipline during the
learning process. The results stated by Zurqoni et al., (2018) that education character
can be implemented by preparing character improvement programs such as role
models, habituation interventions and reinforcement as well as facilitating the means
of character building in schools. However, heterogeneity of students and different
community paradigms also become a barrier factor for schools.
Character formation for students should go hand in hand with the development
of potential in themselves, so that the potential can be applied in their lives. Parents
and teachers also need to accompany the pattern of adolescent life in every process of
their development (Santrock, 2011). Positive forms of self potential need to be prepared
by students such as religious spiritual strength, self-control, personality, intelligence,
noble character and skills. Principals as the highest elements in educational institutions
need to pursue some effective policies related to the progress of the current 2013
curriculum with the integration of Strengthening Education Character, literacy skills,
Higher Order Thingking Skills (HOTS), and 4Cs competence (critical thinking and
problem solving, creativity, communication skills, and the ability to work
collaboratively) (Prayitno, 2019). A similar view was also expressed by Rianawati
(2017) that moral character education needs to be integrated in every subject that is
contained in national curriculum standards. Therefore, the learning programs that are
carried out should be controlled and evaluated as a reference for further program
improvement. Different findings obtained from the implementation of character
education that overall not all teachers understand the concept of character education,
there is no specific design of systematic education character strengthening programs in
learning, and evaluation of character education is relatively varied (Julia & Supriyadi,
2018). Learning programs should be controlled and evaluated as a reference for further
program improvement. Therefore, the strengthening of character education is a
concern for every education stakeholder so that character clashes do not occur when
the process of growth and development.
Based on the above problem formulation, the purpose of this study is to describe
the management of character education in schools, describe what factors are the
strengths, weaknesses, opportunities and threats in improving the quality of
characters, and describe the strategic plan of the principal towards strengthening
character education based on SWOT analysis at SMPN 15 Malang.

METHODS
This research was conducted at SMPN 15 Malang to explore in depth information
using the SWOT analysis technique on the Strengthening Education Character (PPK)
program. SWOT analysis techniques are used to evaluate and compare overall
strengths and weaknesses (internal factors) as well as opportunities and threats
(external factors) so that the realistic goals of an institution have better advantages in
the future (Kotler, 2013; Rangkuti, 2009; Sianipar & Entang, 2003). The research method
uses qualitative types to describe and analyze the object of events, social activities,
attitudes, and perceptions of a person or group that has been collected and then drawn
conclusions based on information and facts naturally in the field (Anggito & Setiawan,

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SWOT Analysis of Strengthening Education Character in Junior High School

2018; Conway, 2014; Killam & Heerschap, 2013; Loeb et al., 2017). Research design with
a case study approach. Data collection techniques with observation, in-depth
interviews and documentation studies. Observation was carried out to see all
phenomena in the form of student and teacher learning activities in strengthening
education character reviewed through the instrument sheet. Researcher's interview
data was obtained from in-depth interviews from Agus Wahyudi, M.Pd as the
Principal, M. Shodiq, M.Pd as the deputy head of the Curriculum, Dra. Puji Sumartini
as deputy head of student affairs and public relations, and Drs. Ahmad Zuhdi as
deputy head of facilities and infrastructure to get the main and valid thinking related
to strengthening character education. Documentation study activities are used to
review the data and documents related to this research, and then conclude the data to
get answers to the problems that were formulated. The results of the interview in the
form of transcript data are described in narrative form which outline the overall
activities of the education character improvement program in schools. And also the
collection of documentation data in the field is used to support various data from
interviews. Then the data analysis is done to conclude the findings obtained from the
field, then the data reduction is done to group the data needed from the observations,
interviews and documentation of each learning activity in school. Furthermore,
conclusions are drawn from the results of research based on data obtained in the field
in response to the formulation of the problems presented based on the problems faced
by schools.

RESULT AND DISCUSSION

The Management of Education Character Curriculum
The current era of globalization, education character becomes a fundamental part
of the nation's generation that continues to be born and developed in each individual
human being. Strengthening Character Education functions to sort out and choose
acculturation of foreign cultures to be more moral and civilized (Anshori, 2017).
Achieving educational goals requires good management to manage various
components of education that were carried out.
Curriculum managements were applied in the form of formation program and
development of the preparation of learning tools includes: 1) learning schedules; 2)
Lessons plan (RPP); 3) syllabus; and 4) scientific journals. The learning tool programs
were composed by three staff members of the learning curriculum. The process of
preparing school subject schedules were arranged one month before the
implementation of the new school year, so that it could adjusted to various other
learning programs. Curriculum management has managed in a complex and
systematic way to realize learning objectives that were adapted to the context of
School-Based Management and School-Based Curriculum (Rusman, 2009).
Meanwhile, Strengthening Character Education were formed through four
components which includes: input, process, output, and school outcomes. The input of
students consisted of various comparisons of character and social backgrounds, 20% of
students came from Civil Servant or Indonesian Police families, while the rest came
from the middle class. Thus, some of them tend to have low learning awareness. The
diversity of social backgrounds also affects the lives of students, there were still many
phenomena of juvenile delinquency. So that, it becomes the responsibility of schools in
shaping the character of student’s quality.The initial program that the school does
when recruiting students was by having a student guardian meeting to sign a
memorandum of understanding (MOU) agreement with the school regarding the

59
SWOT Analysis of Strengthening Education Character in Junior High School

learning process and school discipline during the learning process. Character building
in Indonesia aims to develop the next generation of people who were virtuous in
making decisions between good and bad, maintaining and spreading goodness in
everyday life (Najib, Wiyani, & Sholichin, 2016; Setiawati, 2017).
While the process of implementing character education is focused on the
attainment of attitude competencies (affective domain) based on faith and piety. The
school assumes that the formation of strong characters will be able to improve
achievement and results competency of students both academically and non-
academically. Habitual integration of 75% character values develops and entrenches
students' behavior (Sutarno, 2017). However, academic and psychomotor remain a
school priority in learning activities. Internal efforts undertaken by schools in the
process of character education are to improve the quality and quantity of teaching staff
(counselors). The role of the counselor in providing individual and responsive services
to students has a synergistic impact with a character education program (Wangid,
2010). Likewise, the role of the teacher and parent will impact on cultural change and
behavior in the process of improving their character (Abdi, 2018). Meanwhile, external
efforts in the process of achieving character education program strengthening were
carried out by schools through classroom learning programs, extracurricular activities,
to collaborating with outside schools such as religious leaders and the police.
While the Output and Outcome of students were formed through the basis of
positive character values such as being friendly and familial with all school members,
loving one another, courtesy, and tolerance. Ekowarni explained that, the basic values
of behavior that become a reference in the social order were based on the pillars of
peace, mutual respect, cooperation, freedom, peace, honesty, humility, compassion,
responsibility, simplicity, tolerance and unity (Zubaedi, 2011). Integration of character
values in learning means gathering, immersing and practicing every value of
knowledge, awareness and willingness that was believed to be true to shape the
character and identity of learners (Ghufron, 2010). However, the gap between
expectations and reality also still a problem of schools in shaping the positive character
of students. The fact that there were some cases that require special guidance where
some of them still have a low level of education awareness, juvenile delinquency, and
the use of illegal drugs. The action was motivated by the influence of association and
social environment in searching fun outside the home and the disharmony of the
relationship between parent and child at home (Siregar, 2015).
SWOT Analysis Results of Improving Character Quality
Based on the phenomena described earlier, the school need to make a strategic
planning effort to improve the character quality of students at school. Improving the
quality of characters includes aspects of input, process, output and school outcomes. It
is endeavored to ensure continuity with learning programs for students. Schools
conduct conditional evaluations and are not bound by existing instruments, each of
these programs is reported to the relevant Education Office as an evaluation of the
government. The school's strategy in strengthening character is by continuing to foster
collaboration from the Adiwiyata program where, since 2017 Junior High School 15
Malang has become an Adiwiyata Mandiri School, and utilizes all forms of social
media to expose the results of school work.
The school strategy formulation also needs to be done through the analysis of
Strengths, Weaknesses, Opportunities, and Threats (SWOT). The results of the analysis
form the basis of review and evaluation for schools to find more optimal strategy

60
SWOT Analysis of Strengthening Education Character in Junior High School

formulas in shaping the positive character of students. The SWOT analysis Junior High
School 15 Malang as follows:

Table 1.1 SWOT Analysis of Junior High School 15 Malang

Internal and External Analysis of School
 Adiwiyata Mandiri school status
 Active extra-curricular activities.
 Integration of Adiwiyata values in each subject.
 Strong school commitments in building student character.
 Improving academic students with additional hours of study and extra-
S
curricular Olympics.
 Utilization of school committees and parents to provide lunch for students who
would be intensive in National Examination.
 Principals, teachers, and educators provide examples of good attitudes for
students.
 Low academic input of students.
 Parents' backgrounds are relatively evenly distributed (not only the upper
W
middle class).
 Awareness of student education is still low.
 Integration of Malang Culture into extracurricular activities and learning in
class.
O
 Open business opportunities for students' work and handicrafts to be promoted
at each Malang City event.
T  The influence of juvenile delinquency from the environment around the school.

Based on the SWOT analysis table above, schools can determine the form of
strengths and strengths of schools (Strengths), weaknesses in the form of unsupportive
components of what schools want to achieve (Weaknesses), opportunities that might
be achieved and developed from the potential contained in the school (Opportunities),
and threats from possible influences occurred in the administration of schools (Threats)
(Rangkuti, 2009).
The data generated from the SWOT Analysis helps schools to formulate
meaningful changes in the programs that are run (Orr, 2012). The strategic plan in
managing an educational institution becomes an absolute thing to face competition
between educational institutions both in terms of quality and quantity. Implementation
of Strengthening Character Education is not a separate and separate subject, but rather
the integration of each subject, self-expansion, school culture and local content
(Judiani, 2010). The following is a SWOT analysis diagram:

I II
An increase in the concentration of Develop character building programs for
religious studies. students.
Forming cooperation with internal and Establish community participation in
external parties in strengthening character supporting learning programs.
education. Form an Evaluation Team for character
Facilitating the interests and talents of education programs effectively and
students through additional curricular efficiently.
activities.
Increasing the content of Adiwiyata in the
learning curriculum.
School commitment in making characters

61
SWOT Analysis of Strengthening Education Character in Junior High School

for students.
IV III
Hold productive and innovative activities Make counseling activities against
at school. juvenile delinquency.
School principals, teachers and educators Improving the achievement of non-
apply the motto Ki Hajar Dewantara (Ing academic grades in schools optimally.
Ngarso Sung Tulodho, Ing Madyo Mangun
Karso, Tut Wuri Handayani).
School rules policies related to handling
juvenile delinquency.
Figure 1.1 School Strategy For Each Quadrants

Refer to Figure 1 above, show some of the school's strategic plans in improving
character education to students with emphasis on universal values. The SWOT analysis
provides a reflective picture of what schools will face in the future. Educational
institutions try to instill core values through the learning process. 21st century learning
studies are directed to encourage independence in exploring various sources,
summarize problems, think logically, and collaboratively (Komara, 2018). The expected
outcome is to provide a revision of coaching that is relevant and appropriate to the
needs of students in facing global challenges (Wijaya, 2015).
The Principal's Strategic Plan for Strengthening Education Character
The principal plays a role in controlling the learning and implementation of
school activities in developing the character quality of students. Controls were taken to
review and ensure the implementation of the whole program to be achieved, compare
performance results, and take corrective actions. The steps taken by the principal
related to Strengthening Character Education in learning, include: 1) determining the
size of the short-term and long-term programs to be achieved; 2) set the standard
indicators of schools’ achievement programs; 3) assessing the performance of the
running program; 4) comparing performance results with established standards,
connecting programs that have been realized, and analyzing performance errors; and
5) taking corrective actions against performance errors. Control procedures produce
information from the implementation of education program strategies and policies
(Fattah, 2013). Decision making on program improvement was carried out through
setting priorities to determine the priority of the program to be implemented.
Determination of the priority scale starts with assessing the needs of the program, it
could be seen in the implementation of program objectives in schools that include
aspects of academics, skills, and attitudes of students in learning. The demand and
needs of consumers of educational services for learning programs and improvement of
Human Resources are challenges for schools that need to be accessed precisely,
carefully, and accurately (Sonhadji & Huda, 2015; Widodo, 2019).
The finding of this research showed that the principal's strategy for
Strengthening Character Education includes: 1) An aggressive strategy (S-O):
increasing concentration on religious studies for students by involving the
participation of various elements of education, forming cooperation with stakeholders
and consumers of education in improving the quality of character, gathering the
interests and talents of students through extra-curricular activities, the integration of
Adiwiyata's content into the learning curriculum, and the school's commitment to
shape character integrity to students; 2) Opportunity utilization strategy (W-O):
develop innovative character building programs for students, establish community

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SWOT Analysis of Strengthening Education Character in Junior High School

participation in supporting learning programs, form an Evaluation Team for

Strengthening Character Education programs effectively and efficiently; 3) Defensive
strategy (W-T): make counseling activities towards juvenile delinquency, increase the
achievement of non-academic values of students optimally in learning; 4)
Diversification Strategy (S-T): holding productive and innovative activities in schools,
school principals, teachers and educators applying the slogan Ki Hajar Dewantara (Ing
Ngarso Sung Tulodho, IngMadyo Mangun Karso, Tut Wuri Handayani) in character
education, making policies school related rules handling juvenile delinquency around
the school environment. Different findings suggest that apart from analyzing the
environment and externals with a SWOT analysis, it is necessary to load the core
values of the school's short and middle-term strategic plans and also the school literacy
movement (GLS) for continuous improvement (Rohmayanti, 2019). Some of the other
strategic findings of the Strengthening Character Education program were developed
with cultural and community-based classroom programs. In addition, it is also
supported by the leadership of the principal, commitment to community participation,
utilization of environmental potential and the development of facilities and
infrastructure with local wisdom (Sriah, 2018). The implementation of this program can
be realized by integrating extracurricular activities into the school curriculum (Aini,
Hanief, & Mustafida, 2020).
However, the example of parents, teachers and community leaders is a strategic
key to building the character of students integrated with religious and cultural
teaching (Umar, Hendra, & Yussof, 2019). Great attention from schools, families, and
communities plays an important role in increasing the goal of Strengthening Character
Education that is holistic and integrated (Nurfadhilah, 2019). Other findings were
found that by using SWOT analysis techniques in the integration of e-learning related
to institutional aspects, teaching aspects and investment aspects can provide strength
and opportunities for academic staff in improving university quality (Zhu & Justice
Mugenyi, 2015). Meanwhile, related to the strategic plan based on the Delphi Futures
Research Ethnographic Approach towards education towards lifelong learning in
Thailand can help institutions in strengthening policy making and changing learning
support tools (Charungkaittikul, Ratana-Ubol, & Henschke, 2019). However, there are
still obstacles to the implementation of strategic plans still within the average level in
Anambra State secondary schools where the strategic plan policy percentage ranges
from 3.39 to 4.65 or below the average level. Principals and staff need to increase
commitment to have more planned goals that will be developed in future school
strategic plans (Chukwumah, 2015; Chukwumah & Ezeugbor, 2015). In other words,
the SWOT analysis technique is a tool to measure the impact of the gap between
methodological and implementation challenges (Leiber, Stensaker, & Harvey, 2018).
The implications of this research can be applied by schools in the preparation of
strategic plans to improve student character education by using SWOT analysis
techniques. There is a separate effort from the government to conduct training on the
strengthening of character education programs to broaden the knowledge of teachers
in schools (Nur Aisyah, Samawi, & Fitri Untariana, 2018). From the results of the
analysis conducted can help schools in determining the size of the short-term and long-
term programs and set program indicators in the next program policies. Each school
certainly has its own problems in organizing educational programs for students, so it is
necessary to improve the quality of education through strategic programs in order to
be able to answer the problems that arise in the future.

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SWOT Analysis of Strengthening Education Character in Junior High School

CONCLUSIONS
Strengthening Character Education was aims to make students more ready in
entering the era of globalization and filtering their efforts from cultural shifts and
promiscuity. Based on the research, it could be concluded that; First, character
education curriculum management was applied in the preparation of learning
schedules, lessons plan, syllabus; and scientific journals. Strengthening Character
Education programs were formed through four components: covering school inputs,
processes, outputs and outcomes. Second, the results of the SWOT analysis found that
schools conducted conditional evaluations and were not bound existing instruments,
and reported to the Department of Education as material for evaluating the
government, integrating Adiwiyata values in learning and exposing the results of
school work. Third, the principal's strategic plan for strengthening character education
was to use aggressive strategies, opportunity utilization strategies, survival strategies,
and diversification strategies. Principals' steps towards Strengthening Character
Education in learning, including determining the size of the short-term and long-term
programs, setting program indicators, assessing program performance, comparing
performance results, synchronize programs, and analyze performance errors, and take
corrective actions.

ACKNOWLEDGEMENTS
The authors were sincere appreciation to Principal of SMPN 15 Malang for giving
permission to do my research. Then, thanks to the Supervising Lecturer for the
guidance and direction to the author to immediately complete this research. And
finally, thank for the team who contributed their thoughts and time in completing this
research.

AUTHOR CONTRIBUTION STATEMENTS

Rachmat Satria (RS) is the main author in this paper. Elvia Baby Shahbana (EBS)
is the second author to provide support to become a comparative researcher. Authors
are a Master of Management Education in State University of Malang. The authors had
participated in the research and approved the final version of the manuscript.

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